Nadia Siddiqui
Biographic Data
| ID | 3914767 |
|---|---|
| NAME | Nadia Siddiqui |
| GIVEN NAMES | Nadia |
| FAMILY NAME | Siddiqui |
| SIGNATURE | SIDDIQUI N |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0003-4381-033X |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Do Coding Club After-School Activities Improve Pupils’ Non-cognitive Skills and Performance in Coding?
The development of coding skills is considered important for a digital age, linked to broader learning and non-cognitive abilities. Schools in England integrate coding into the curriculum, perhaps supplemented by after school activities. “Code Club” is a structured learning programme offered as an after-school activity for pupils aged 9 to 13. This study evaluates Code Club using a quasi-experimental design assessing the impact on student attitud…
Reading gains and gaps: Students with reading difficulties’ response to an open educational reading intervention
This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of da…
Digital Exposure, Inequalities and Early Learning Outcomes: Insights From England in International Early Learning and Child Well‐Being Study ( Iels )
This study explores the link between computer/tablet use frequency and emergent literacy and numeracy among five‐year‐olds, using data from the 2018 England sample of the International Early Learning and Child Well‐being Study (IELS). The analysis includes 2577 children assessed on standardised cognitive measures, alongside parent‐reported early life and family background information. Linear regression models predicted literacy and numeracy outco…
Attendance trajectories as early predictors of school dropout: Evidence from a National Cohort in Chile
How has poverty segregation between schools changed in England 1989–2024, and what drives it
This paper looks at how disadvantaged pupils are clustered (or not) within schools in England. There are three main analyses of socio-economic and other segregation between secondary schools, based on the school level census (1989–2024), on a longitudinal version of the national pupil database (2009–2019), and on a new restricted database linking the national pupil database to household income (2009–2019). The focus is on poverty, represented by …
Segregation Between English Schools: What Has Changed (Or Not) from 2007 to 2024
The segregation of pupils between schools has long been a concern for the English school system. Various policies have been implemented to try and reduce segregation due to poverty and its associated challenges. This paper presents evidence on the extent of changes in segregation patterns 2007–2024, drawing attention to key education policies introduced during this period. Our analysis covers socio-economic and ethnic segregation across all state…
Framework, design, and baseline data of a collective impact initiative to strengthen the Community Health Worker workforce ecosystem in Texas
In summary, our paper outlines the collective impact approach and baseline data guiding efforts to strengthen the regional CHW workforce. Strategies and priorities were developed based on CHW voices and engaging stakeholders across organizations employing and training CHWs
Secondary Vocational Schools as Pathways to Higher Education in China
Over the past decade, the proportion of graduates from upper secondary vocational schools who have progressed to higher education (HE) has increased significantly in China. This study adopts a multiple case study methodology to provide an in‐depth examination of the under‐researched role vocational schools play in HE progression. Drawing on interview data, relevant policy documents, and administrative records, our findings reveal that vocational …
Making teaching an attractive profession: What are the challenges and opportunities for minority ethnic teachers in England
This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally di…
Does school matter for children's cognitive and non‐cognitive learning? Findings from a natural experiment in Pakistan and India
This paper reports on the findings of a natural experiment based on a sample of 1123 children aged 4–8 from the provinces of Punjab in Pakistan, and Gujarat in India. It looks at the impact of attendance (or not) in early schooling on the cognitive and social–emotional development of young children. The role of school attendance was assessed over 1 year. Children and their families were assessed twice, in or near their village homes. The study co…
A survey of children’s learning and non-cognitive attitudes in England and Pakistan
Children's learning attitudes and social emotional skills can be shaped by their family background and school experiences. This study compares 832 children aged 10-11 years old attending primary and middle schools in England and Pakistan, who completed a survey of non-cognitive skills and learning attitudes. Any comparison is cross-sectional and does not necessarily imply a causal relationship. The findings suggest that children in the sample fro…
Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England
Large-scale administrative datasets show disproportionate figures for attainment outcomes and school exclusions for pupils in some ethnic groups in England. This surface gap in attainment and school exclusion is concerning, and we consider whether ethnicity is really the driver here. In this paper, we present the findings on KS2 and KS4 attainment and exclusion outcomes for the cohorts in 2019, which are available from the National Pupil Database…
HDP Nexus Outcomes and the Integration of Peace Elements: The Case of Iraq after the Isil Conflict
Although new policy frameworks such as the humanitarian-development-peace (HDP) nexus are emerging to better respond to increasingly complex and protracted conflicts and humanitarian crises, analysis of their impact remains limited. We analyse the case of Iraq in the aftermath of the ISIL conflict with data that measures the impact of interventions from across the nexus domains. Results show that humanitarian and development outcomes improved ste…
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention
Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers’ marking workload. FLASH Marking is a code-based feedback appro…
The more selective, the more effective? The geographical difference of the effectiveness of selective education
The impact of academically selective schools on children's learning achievement has received global attention for decades. Despite the persistence of early-age selection in many countries, evidence of its impacts is mixed. This study analysed national achievement data covering 149,072 secondary school students and examined whether academically selective schools in England (grammar schools) are superior to their non-selective counterparts in impro…
How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England
Extensive literature has compared the effect of selective schools with that of non-selective schools on pupil outcomes in England. However, evaluation of selective systems has been sparse and contradictory. From the perspective of educational equity, this study assesses the potential impact of academically selective school systems on pupils’ overall academic outcomes. To do this, we compare pupils’ academic performance in a selective system with …
Is parental awareness of children's academic potential a good predictor of children's learning outcomes in Early Year's settings? Findings from two provinces in Pakistan and India
Awareness and knowledge form the basis of parental involvement in children's education. There is very little known about parental awareness of children's learning in the Early Years setting, especially in global south countries. This study presents findings of a large-scale parental survey which focuses on awareness as a predictor of children's learning. The study carried out learning assessments of 1023 children aged 4–8 years and surveyed 873 p…
Can We Teach Non-Cognitive Outcomes? A Quasi-Experimental Study of Philosophy for Children
Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the evidence of their impact is, so far, unclear. To help increase the evidence bases, we conducted a quasi-experimental study involving 486 pupils in 18 primary schools in North Yorkshire, England, wherei…
Is technology always helpful: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils’ learning outco…
Assessing the impact of Pupil Premium funding on primary school segregation and attainment
Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one approach wherein extra funding is provided by the state to schools, rather than teachers, families, or students. Pupil Premium funding has been provided to schools in England since 2011, to help overc…
Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education
This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students, POLAR and TUNDRA, are unfit for purpose because they yield unacceptably high rates of false positives (individuals identified as socioeconomically disadvantaged when they are not). We argue that the…
Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools
Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in publi…
Building and Advancing Coalition Capacity to Promote Health Equity: Insights from the Health Equity Collective's Approach to Addressing Social Determinants of Health
This article presents the structure and function of the Health Equity Collective in developing a systemic approach to promoting health equity across the Greater Houston area. Grounded in Kania and Kramer's five phases of collective impact for coalition building, The Collective operationalizes its mission through its backbone team, steering committees, and eight workgroups; each has goals that mutually reinforce and advance its vision. To date, Ph…
The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England
Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within individual schools. Yet there is little international evidence that such a funding system can raise attainment directly. Some important stakeholders are now considering whether Pupil Premium should cease…
Increasing understanding of the aspirations and expectations of Roma students
It is estimated that only approximately 20 percent of adult European Roma have attained higher than primary education. Scholars have identified different potential causes of the unfavourable school outcomes achieved by Roma students. Cultural differences between the (traditional) way of life in Roma families and the values professed by the mainstream society are often blamed for high dropout rates and the low educational attainment of Roma. Yet t…
Grammar schools in England: A new analysis of social segregation and academic outcomes
The UK government is planning to increase the number of pupils attending state-funded selective grammar schools, claiming that this will assist overall standards, reduce the poverty attainment gap and so aid social mobility. Using the full 2015 cohort of pupils in England, this article shows how the pupils attending grammar schools are stratified in terms of chronic poverty, ethnicity, language, special educational needs and even precise age with…
How Trajectories of Disadvantage Help Explain School Attainment
This article illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantage (such as eligibility for free school meals [FSM]) with long-term summary variables and found the latter to improve measures of both social segregation between schools and explanations of raw-score…
Which are the most suitable contextual indicators for use in widening participation to HE
Universities are increasingly making decisions about undergraduate admissions with reference to contextual indicators to identify whether an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without consideration of the quality of possible alternatives. A review of existing research literature to assess potential contextual indicators…
The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England
Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within individual schools. Yet there is little international evidence that such a funding system can raise attainment directly. Some important stakeholders are now considering whether Pupil Premium should cease…
Longitudinal Study of Socioeconomic Segregation Between Schools in the UK
The aim of this study is to understand the behavior of school segregation by socioeconomic level in the UK. To do this, all data from the United Kingdom are analyzed in the PISA Assessment from 2000 to 2015 and the Gorard index, Dissimilarity index, and the Isolation index are estimated. The analysis has shown that socio-economic segregation between schools has declined somewhat in the UK from 2000 to 2015, although the clustering of the 25% poor…
An evaluation of the ‘Switch‐on Reading’ literacy catch‐up programme
This paper is based on one of the first completed studies funded by the Educational Endowment Foundation ( EEF ). EEF was set up in response to repeated demands for clearer evidence on school improvement. The paper presents the results of an intensive 10‐week literacy intervention called Switch‐on Reading. This was trialled in England as part of a government initiative to assist children below Level 4 literacy while at age 10 to catch up with the…
Assessing the impact of Pupil Premium funding on primary school segregation and attainment
Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one approach wherein extra funding is provided by the state to schools, rather than teachers, families, or students. Pupil Premium funding has been provided to schools in England since 2011, to help overc…
Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England
Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state and private schools in 2004, with follow up annually to age 19–20 and a further survey at age 25. The Next Steps data is a potentially rich resource for studying inequalities of access to higher educat…
Increasing understanding of the aspirations and expectations of Roma students
It is estimated that only approximately 20 percent of adult European Roma have attained higher than primary education. Scholars have identified different potential causes of the unfavourable school outcomes achieved by Roma students. Cultural differences between the (traditional) way of life in Roma families and the values professed by the mainstream society are often blamed for high dropout rates and the low educational attainment of Roma. Yet t…
Among Brothers and Strangers: Identities in Displacement in Iraq
Through analysis of primary qualitative data collected in Nineveh, Kirkuk, and Sulaimaniya Governorates in Iraq, this article seeks to explore the rapidly shifting and fragmenting identity dynamics at play in the emerging aftermath of ISIS and the impact that this conflict – and previous legacies of violence and repression – has had on relationships within and between groups, and between groups and the state. Communities increasingly position the…
What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England
There are concerns that too many young people, from disadvantaged backgrounds, are moving into secondary education in the UK, and elsewhere, without the necessary literacy skills to make progress with the wider secondary school curriculum. A large number of interventions have been proposed to reduce this poverty gradient. This paper summarises the evidence from randomised controlled trials of seven popular interventions, giving a different compar…
How has poverty segregation between schools changed in England 1989–2024, and what drives it
This paper looks at how disadvantaged pupils are clustered (or not) within schools in England. There are three main analyses of socio-economic and other segregation between secondary schools, based on the school level census (1989–2024), on a longitudinal version of the national pupil database (2009–2019), and on a new restricted database linking the national pupil database to household income (2009–2019). The focus is on poverty, represented by …
Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education
This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students, POLAR and TUNDRA, are unfit for purpose because they yield unacceptably high rates of false positives (individuals identified as socioeconomically disadvantaged when they are not). We argue that the…
OUP accepted manuscript
What does or does not work in implementing the humanitarian–development–peacebuilding (HDP) triple nexus to address protracted and repeated crises? And what implications does this have for durable solutions for the internally displaced? This article seeks to address these questions by, first, highlighting conceptual linkages between the triple nexus and durable solutions for internally displaced persons and, second, analysing emerging effective p…
Can explicit teaching of knowledge improve reading attainment? An evaluation of the Core Knowledge curriculum
In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State‐mandated programmes are generally concerned with structure and skills. However, a number of ministers and advisers across administrations have sought to expand the explicit teaching of world knowledge (culture, geography and science) as advocated by E. D. Hirsch in the Core Knowledge curriculum. T…
Can ‘Philosophy for Children’ Improve Primary School Attainment: Can Philosophy for Children Improve Primary School Attainment
There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports…
Who reads Urdu women’s magazines and why? An investigation of the content, purpose, production and readership of Urdu women’s digests
Community–Academic Partnerships: Lessons Learned From Replicating a Salon-Based Health Education and Promotion Program
Despite challenges, we created and sustained an enduring partnership and brought positive change to the community. Lessons learned highlight issues to examine before furthering this work such as fostering trust and building meaningful relationships
Staff Perspectives on Modified Therapeutic Community Services for Homeless Dually Diagnosed Clients: An Exploratory Pilot Study
The modified therapeutic community (MTC) is one treatment modality developed to meet the needs of the homeless dually diagnosed population. While studies have shown the effectiveness of the MTC, little is known regarding staff perspectives of this modality. Using data from in-depth qualitative interviews, this study examines key staff perspectives on treatment services offered at an MTC in New York for homeless, mentally ill substance abusers. Ma…
Community–Academic Partnerships: Lessons Learned From Replicating a Salon-Based Health Education and Promotion Program
Despite challenges, we created and sustained an enduring partnership and brought positive change to the community. Lessons learned highlight issues to examine before furthering this work such as fostering trust and building meaningful relationships
Who reads Urdu women’s magazines and why? An investigation of the content, purpose, production and readership of Urdu women’s digests
Women's magazines in Asian and Middle Eastern countries
This article provides an overarching view of research available in the field of women's magazines and popular media in Asian and Middle Eastern countries. One of the common themes of research is the influence of western media on the other cultural media forms, and how it is having an impact on the portrayal of cultural values and women in these societies. However, these research studies do not provide any hard evidence on the impact of western in…
Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme
An evaluation of the ‘Switch‐on Reading’ literacy catch‐up programme
This paper is based on one of the first completed studies funded by the Educational Endowment Foundation ( EEF ). EEF was set up in response to repeated demands for clearer evidence on school improvement. The paper presents the results of an intensive 10‐week literacy intervention called Switch‐on Reading. This was trialled in England as part of a government initiative to assist children below Level 4 literacy while at age 10 to catch up with the…
Can ‘Philosophy for Children’ Improve Primary School Attainment: Can Philosophy for Children Improve Primary School Attainment
There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports…
What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England
There are concerns that too many young people, from disadvantaged backgrounds, are moving into secondary education in the UK, and elsewhere, without the necessary literacy skills to make progress with the wider secondary school curriculum. A large number of interventions have been proposed to reduce this poverty gradient. This paper summarises the evidence from randomised controlled trials of seven popular interventions, giving a different compar…
Can explicit teaching of knowledge improve reading attainment? An evaluation of the Core Knowledge curriculum
In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State‐mandated programmes are generally concerned with structure and skills. However, a number of ministers and advisers across administrations have sought to expand the explicit teaching of world knowledge (culture, geography and science) as advocated by E. D. Hirsch in the Core Knowledge curriculum. T…
Grammar schools in England: A new analysis of social segregation and academic outcomes
The UK government is planning to increase the number of pupils attending state-funded selective grammar schools, claiming that this will assist overall standards, reduce the poverty attainment gap and so aid social mobility. Using the full 2015 cohort of pupils in England, this article shows how the pupils attending grammar schools are stratified in terms of chronic poverty, ethnicity, language, special educational needs and even precise age with…
Among Brothers and Strangers: Identities in Displacement in Iraq
Through analysis of primary qualitative data collected in Nineveh, Kirkuk, and Sulaimaniya Governorates in Iraq, this article seeks to explore the rapidly shifting and fragmenting identity dynamics at play in the emerging aftermath of ISIS and the impact that this conflict – and previous legacies of violence and repression – has had on relationships within and between groups, and between groups and the state. Communities increasingly position the…
Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme
Reliability of Longitudinal Social Surveys of Access to Higher Education: The Case of Next Steps in England
Longitudinal social surveys are widely used to understand which factors enable or constrain access to higher education. One such data resource is the Next Steps survey comprising an initial sample of 16,122 pupils aged 13–14 attending English state and private schools in 2004, with follow up annually to age 19–20 and a further survey at age 25. The Next Steps data is a potentially rich resource for studying inequalities of access to higher educat…
Which are the most suitable contextual indicators for use in widening participation to HE
Universities are increasingly making decisions about undergraduate admissions with reference to contextual indicators to identify whether an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without consideration of the quality of possible alternatives. A review of existing research literature to assess potential contextual indicators…
How Trajectories of Disadvantage Help Explain School Attainment
This article illustrates the links between different ways of assessing disadvantage at school and subsequent qualification outcomes at age 16 in England. Our previous work has compared variables that represent current or recent snapshots of disadvantage (such as eligibility for free school meals [FSM]) with long-term summary variables and found the latter to improve measures of both social segregation between schools and explanations of raw-score…
Longitudinal Study of Socioeconomic Segregation Between Schools in the UK
The aim of this study is to understand the behavior of school segregation by socioeconomic level in the UK. To do this, all data from the United Kingdom are analyzed in the PISA Assessment from 2000 to 2015 and the Gorard index, Dissimilarity index, and the Isolation index are estimated. The analysis has shown that socio-economic segregation between schools has declined somewhat in the UK from 2000 to 2015, although the clustering of the 25% poor…
OUP accepted manuscript
What does or does not work in implementing the humanitarian–development–peacebuilding (HDP) triple nexus to address protracted and repeated crises? And what implications does this have for durable solutions for the internally displaced? This article seeks to address these questions by, first, highlighting conceptual linkages between the triple nexus and durable solutions for internally displaced persons and, second, analysing emerging effective p…
Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools
Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in publi…
Building and Advancing Coalition Capacity to Promote Health Equity: Insights from the Health Equity Collective's Approach to Addressing Social Determinants of Health
This article presents the structure and function of the Health Equity Collective in developing a systemic approach to promoting health equity across the Greater Houston area. Grounded in Kania and Kramer's five phases of collective impact for coalition building, The Collective operationalizes its mission through its backbone team, steering committees, and eight workgroups; each has goals that mutually reinforce and advance its vision. To date, Ph…
The difficulties of judging what difference the Pupil Premium has made to school intakes and outcomes in England
Pupil Premium funding has been provided to schools in England since 2011, to help overcome socio-economic segregation between schools, and reduce the attainment gap between disadvantaged pupils and their peers – nationally, regionally, and within individual schools. Yet there is little international evidence that such a funding system can raise attainment directly. Some important stakeholders are now considering whether Pupil Premium should cease…
Increasing understanding of the aspirations and expectations of Roma students
It is estimated that only approximately 20 percent of adult European Roma have attained higher than primary education. Scholars have identified different potential causes of the unfavourable school outcomes achieved by Roma students. Cultural differences between the (traditional) way of life in Roma families and the values professed by the mainstream society are often blamed for high dropout rates and the low educational attainment of Roma. Yet t…
Can We Teach Non-Cognitive Outcomes? A Quasi-Experimental Study of Philosophy for Children
Non-cognitive learning taking place at school helps form dispositions that can be as important as cognitive outcomes in terms of lifelong relevance. There are diverse interventions and school-based programmes targeting non-cognitive skills, but the evidence of their impact is, so far, unclear. To help increase the evidence bases, we conducted a quasi-experimental study involving 486 pupils in 18 primary schools in North Yorkshire, England, wherei…
Is technology always helpful: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools
While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils’ learning outco…
Assessing the impact of Pupil Premium funding on primary school segregation and attainment
Using funding to improve educational outcomes is a common policy approach, usually assumed to be effective; but it is less commonly agreed how the money should be routed, and what it should be used for. This paper examines the possible impact of one approach wherein extra funding is provided by the state to schools, rather than teachers, families, or students. Pupil Premium funding has been provided to schools in England since 2011, to help overc…
Who counts as socioeconomically disadvantaged for the purposes of widening access to higher education
This paper evaluates a range of measures commonly used to target and measure the success of efforts to widen access to higher education. We demonstrate empirically that the area-level widening access metrics advocated by England’s Office for Students, POLAR and TUNDRA, are unfit for purpose because they yield unacceptably high rates of false positives (individuals identified as socioeconomically disadvantaged when they are not). We argue that the…
Political science (27 works) · Psychology (27 works) · Sociology (17 works) · Economics (14 works) · Mathematics education (14 works) · Medicine (14 works) · School Choice and Performance (13 works) · Pedagogy (10 works) · Disadvantaged (9 works) · Demographic economics (8 works)